Question 1

Analogy — Antonyms: ‘Hate’ is related to ‘Love’ in the same way as ‘Create’ is related to ____

Accepted Answer

Introduction / Context: Hate ↔ love are antonyms; likewise create ↔ destroy are antonyms. Final Answer: Destroy

Question 2

Analogy — Gender pair in animals: ‘Bull’ is related to ‘Cow’ in the same way as ‘Horse’ is related to ____

Accepted Answer

Introduction / Context: Bull : cow is male : female. The female of horse is mare. Final Answer: Mare

Question 3

Analogy — Item to category: ‘Cup’ is related to ‘Crockery’ in the same way as ‘Pen’ is related to ____

Accepted Answer

Introduction / Context: Cup belongs to the crockery category; pen belongs to the stationery category. Final Answer: Stationery

Question 4

Analogy — Young one to adult: ‘Cub’ is related to ‘Tiger’ in the same way as ‘Kitten’ is related to ____

Accepted Answer

Introduction / Context: A cub is a young tiger; a kitten is a young cat. Final Answer: Cat

Question 5

Analogy — Measuring instrument to quantity: ‘Clock’ is related to ‘Time’ in the same way as ‘Metre’ is related to ____

Accepted Answer

Introduction / Context: A clock measures time; a metre is a unit to measure distance (length). Final Answer: Distance

Question 6

'Museum' is related to 'Curator' in the sense of the person-in-charge or specialist responsible for it. In the same way, 'Prison' is related to which role as the one in charge?

Accepted Answer

Introduction / Context: Analogy questions test whether you can detect the precise relationship between two words and apply the very same relationship to a new pair. Here, “Museum : Curator” expresses an institutional place and the professional who is in charge of it. We must map that governing/responsible role to “Prison : ?”. Given Data / Assumptions: “Curator” is the professional custodian/manager of a museum's collection. We seek the equivalent authority figure for a prison. Common prison authority roles: warden, jailor (jailer), superintendent. Concept / Approach: The museum–curator relation is “institution : officer-in-charge”. We replicate that relation for “prison : officer-in-charge”. The term “jailor” (also spelled “jailer”) specifically denotes the officer responsible for custody of prisoners and day-to-day control, matching the curator’s custodial role toward collections. Step-by-Step Solution: 1) Identify the governing relation in the stem: museum is overseen by a curator. 2) Identify the prison's direct custodial/controlling officer: commonly called a jailor. 3) Choose the option that most precisely mirrors the custodial authority. Verification / Alternative check: Some systems use “warden” as the head of a prison. However, in many contexts, “jailor” is the direct custodian comparable to the curator’s hands-on custodial role, making it a tighter parallel for this analogy set. Why Other Options Are Wrong: Warden: A plausible head, but the analogy seeks the direct custodial officer akin to “curator”. Monitor: Generic, not an institutional role. Manager: Vague; not a prison-specific designation. Supervisor: Too general, lacks prison specificity. Common Pitfalls: Confusing generic management titles with the exact institutional custody role; overlooking subtle differences between “warden” (overall head) and “jailor” (custodial officer). Final Answer: Jailor

Question 7

'Hour' is related to 'Second' as a larger unit to a much smaller sub-unit of time. In the same way, 'Tertiary' is related to which education level below it?

Accepted Answer

Introduction / Context: This analogy compares hierarchical scales. “Hour : Second” represents a much larger time unit mapped to a much smaller sub-unit (two levels down from hour → minute → second). We must map academic levels similarly for “Tertiary : ?”. Given Data / Assumptions: Hour is a higher unit; second is a much smaller unit. Education levels, simplified: primary → secondary → tertiary. We mirror “far smaller/earlier level” relative to tertiary. Concept / Approach: Since hour to second skips one intermediate level (minute), tertiary to primary similarly skips one (secondary) to land at the much “lower/earlier” level. Thus, “tertiary : primary” mirrors the step-drop magnitude shown by “hour : second”. Step-by-Step Solution: 1) Identify that hour >> second (two steps apart). 2) Identify education hierarchy: primary (1st), secondary (2nd), tertiary (3rd). 3) Two-level drop from tertiary gives primary. Verification / Alternative check: If we only dropped one level, we would get “secondary”, which would mirror hour → minute, not hour → second. Because the stem uses “second”, we replicate the two-level gap → “primary”. Why Other Options Are Wrong: Secondary: Only one step down; the stem implies two levels apart. Ordinary / Intermediary / Graduate: Not precise tiers in the standard primary–secondary–tertiary ladder. Common Pitfalls: Matching hour → minute rather than hour → second, thereby choosing “secondary” instead of the correct “primary”. Final Answer: Primary

Question 8

'Fire' is related to 'Ashes' as the resulting residue after burning. In the same way, 'Explosion' is related to which immediate aftermath?

Accepted Answer

Introduction / Context: Analogy type: cause → tangible result. Fire commonly leaves ashes; an explosion typically leaves scattered fragments or debris. The task is to select the noun that denotes the physical result of an explosion, paralleling ashes for fire. Given Data / Assumptions: “Ashes” are the solid residue left by combustion. Explosions break materials into fragments. Result should be a tangible noun representing what remains. Concept / Approach: The stable mapping is “event → residue/remains”. For explosion, the remains are “debris”—pieces scattered after a blast—matching the role of “ashes” after fire. Step-by-Step Solution: 1) Identify the relation: fire produces ashes as residue. 2) Identify the analogous residue of an explosion: debris. 3) Confirm physical aftermath over transient phenomena (e.g., sound). Verification / Alternative check: While explosions also produce sound and flame, these are not the enduring “resulting remains.” “Debris” precisely captures the sustained physical aftermath. Why Other Options Are Wrong: Sound / Flame / Smoke: Effects, often transient, not the leftover remains. Explosive: Refers to a substance, not the result. Common Pitfalls: Confusing any effect of the cause with the specific “residue/remains” relation posed in the stem. Final Answer: Debris

Question 9

'Parliament' is related to 'Great Britain' as its national legislature. In the same way, 'Congress' is related to which country as its national legislature?

Accepted Answer

Introduction / Context: This is an institution-to-country mapping. “Parliament” denotes the legislature of Great Britain (UK). We must match “Congress” to the country for which it is the national legislature. Given Data / Assumptions: Parliament → United Kingdom. Congress → United States of America. Other countries in options: Japan (Diet), India (Parliament), Netherlands (States General). Concept / Approach: Identify the canonical name of the legislative branch for each country and pair “Congress” accordingly. In the USA, the bicameral national legislature is called “Congress” (Senate + House of Representatives). Step-by-Step Solution: 1) Extract mapping in the stem: Parliament → Great Britain. 2) Recall that the USA's federal legislature is Congress. 3) Select USA to preserve the same institution:country relation. Verification / Alternative check: Cross-check other options’ legislative names: Japan (National Diet), India (Parliament), Netherlands (States General). None equals “Congress”. Why Other Options Are Wrong: Japan: Legislature is the National Diet. India: Uses “Parliament”, not “Congress”. Netherlands: Uses “States General”. Canada: Parliament, not “Congress”. Common Pitfalls: Assuming “Congress” is a generic term used by many countries; in this specific national sense, it identifies the U.S. legislature. Final Answer: USA

Question 10

'Sports' is related to a distinctive 'Logo' as its identifying symbol or mark. In the same way, a 'Nation' is related to which identifying symbol?

Accepted Answer

Introduction / Context: We map an entity to its symbolic identifier. Sports teams, leagues, or events often have logos that visually identify them. Nations similarly have formal symbols; one of these is the national emblem (distinct from flag or anthem). Given Data / Assumptions: Logo uniquely identifies a sports entity. Nation's official identifying symbols include emblem, flag, anthem, etc. We must select the closest parallel to “logo”. Concept / Approach: “Logo” is a formal graphic mark. A nation’s most comparable formal graphic mark is its “emblem” (state seal/coat of arms). While flags and anthems are national symbols, the emblem parallels the idea of an official graphical badge. Step-by-Step Solution: 1) Identify function: a logo is a graphic identifier. 2) Among national symbols, “emblem” is the closest graphic identifier. 3) Choose “Emblem” to preserve the graphic mark analogy. Verification / Alternative check: Flags are also graphic symbols, but the term “emblem” corresponds more directly to a logo-like badge/seal used on documents and insignia. Why Other Options Are Wrong: Animal: Could be a national animal, not a general identifier. Ruler: A person, not a symbol. Anthem: A song, not a graphic mark. Flag: Symbolic but broader; “emblem” is the tighter logo-like match. Common Pitfalls: Equating all symbols; the analogy asks for a logo-like graphic identifier, which is an emblem/coat of arms. Final Answer: Emblem

Question 11

'Data Processing' operates on 'Raw Data' as its input. In the same way, a 'University' primarily operates on which input to fulfill its purpose?

Accepted Answer

Introduction / Context: The relation is “system/process : its primary input.” Data processing takes raw data as input to produce refined information. Likewise, a university’s core mission is educating learners, so its primary “input” is students. Given Data / Assumptions: Data processing → consumes raw data. University → educates students (teaching/learning process). Other entities (teachers, buildings, principals) enable the process but are not the process's primary input. Concept / Approach: Identify the essential object acted upon by the institution. For universities, learning outcomes center on students; faculty, infrastructure, and administration support the transformation of students’ knowledge and skills. Step-by-Step Solution: 1) Extract relation: process/system consumes an input. 2) Map “university” to what it acts on: students. 3) Select “Students” to mirror “raw data”. Verification / Alternative check: Teachers deliver instruction; buildings provide space; principals administer. None are the “input” being transformed like students are. Why Other Options Are Wrong: Teacher / Principal: Agents, not inputs. Building: Infrastructure, not input. Curriculum: Content/plan; students are the recipients transformed by it. Common Pitfalls: Confusing enablers (staff, infrastructure) with the primary subject transformed by the institution (students). Final Answer: Students

Question 12

'Braille' is a system designed for people with 'Blindness' to read using touch. In the same way, 'Sign language' is a system primarily designed for which condition?

Accepted Answer

Introduction / Context: This analogy pairs assistive communication systems with the conditions they address. Braille enables literacy for people who are blind via tactile dots. Sign languages enable communication predominantly for people who are deaf or hard of hearing through visual-gestural modalities. Given Data / Assumptions: Braille ↔ blindness (tactile reading/writing). Sign language ↔ deafness (visual-manual communication). Concept / Approach: We match the designed-for relationship. The function of sign language directly supports those with hearing impairments by replacing auditory speech with visual signing and facial/hand cues. Step-by-Step Solution: 1) Identify the support relation in the stem (system → addressed condition). 2) Map sign language to the addressed condition: deafness. 3) Choose the option that names the condition, not a sense or generic trait. Verification / Alternative check: “Touch” is a sensory modality, not a condition. “Exceptional”/“Presentation” are irrelevant here. “Aphasia” is a language impairment distinct from hearing loss; sign language is used by many deaf communities as a primary language. Why Other Options Are Wrong: Exceptional / Presentation: Not conditions addressed by a communication language. Touch: A sense, not the target condition. Aphasia: Different impairment; sign language is not uniquely for aphasia. Common Pitfalls: Confusing the modality of use (touch, vision) with the user group/condition addressed (blindness, deafness). Final Answer: Deafness

Question 13

'Boat' is related to 'Oar' as the manual driving mechanism. In the same way, 'Bicycle' is related to which part that provides manual drive?

Accepted Answer

Introduction / Context: The analogy captures the component used to manually propel or drive the vehicle. An oar manually propels a boat. For a bicycle, the part that the rider pushes to drive the chain and wheel is the pedal. Given Data / Assumptions: Oar → manual propulsion for boats. Bicycle → manual propulsion via pedal and crank system. Concept / Approach: We match “vehicle : manual driving component.” The pedal on a bicycle is the direct analog to the oar on a boat—both convert human effort to motion. Step-by-Step Solution: 1) Identify the manual propulsion part for the boat: oar. 2) Identify the manual propulsion part for the bicycle: pedal. 3) Select “Pedal” as the parallel driving mechanism. Verification / Alternative check: Wheels and seats are structural/ride components; handles steer; roads are external surfaces and not vehicle parts. Why Other Options Are Wrong: Wheel: Enables rolling but is not the manually operated driver. Seat: For support, not propulsion. Handle: Steering component. Road: Not a component of the bicycle. Common Pitfalls: Picking a critical part (wheel) that is necessary but not the manual driver in the same sense as the oar is for the boat. Final Answer: Pedal

Question 14

'Match' is related to 'Victory' as its desired successful outcome. In the same way, an 'Examination' is related to which outcome?

Accepted Answer

Introduction / Context: Here the relation is event → desired positive result. The winning outcome of a match is victory. For an examination, the parallel favorable outcome is success (passing/qualifying). Given Data / Assumptions: Match → victory is the winning result. Examination → success (pass/qualify) is the desired result. Concept / Approach: Identify the normative positive outcome associated with each event rather than actions (write/appear/attempt). “Success” maps most precisely to “victory.” Step-by-Step Solution: 1) Extract the relation: event → desired win. 2) Map for exam: desired result is success. 3) Select “Success”. Verification / Alternative check: “Write/Appear/Attempt” describe actions, not outcomes. “Practice” is preparatory, not the outcome of the exam itself. Why Other Options Are Wrong: Write / Appear / Attempt: Actions, not results. Practice: Preparation, not the exam outcome. Common Pitfalls: Choosing a verb describing participation rather than the outcome parallel to “victory”. Final Answer: Success

Question 15

'Flower' is related to its extractible 'Essence' (fragrance/oil) as an output of processing. In the same way, an 'Oven' is related to which output it produces?

Accepted Answer

Introduction / Context: This is an input/device → produced output relation. Flowers can yield essence (perfume oil) through processing. An oven, when operating, produces heat to bake/cook. We must pick the direct output generated by the oven. Given Data / Assumptions: Flowers → essence via extraction. Oven → heat for cooking/baking. Concept / Approach: Focus on the principal output/product. For ovens, heat is the operative output that causes the intended transformation of food. Step-by-Step Solution: 1) Recognize “essence” as a product from flowers. 2) Recognize “heat” as the product from an oven’s operation. 3) Select “Heat”. Verification / Alternative check: Some ovens may have flames (in gas types), but the functional output that matters is heat. Steam/vapour may occur with food, not from the oven per se. Why Other Options Are Wrong: Vapour / Steam: By-products from food moisture, not the oven’s core output. Fire: A means (in gas ovens), not the intended controlled output. Light: Auxiliary illumination, not the cooking output. Common Pitfalls: Confusing incidental by-products with the primary generated output that accomplishes the task. Final Answer: Heat

Question 16

'Major' is related to 'Lieutenant' as a higher military rank to a junior rank. In the same way, 'Squadron Leader' is related to which lower Air Force rank?

Accepted Answer

Introduction / Context: The relation is higher rank : distinctly lower rank. In many rank ladders, Major is well above Lieutenant (with Captain in between). Air Force ranks typically progress Pilot Officer → Flying Officer → Flight Lieutenant → Squadron Leader → Wing Commander → Group Captain. We must select the lower rank corresponding to Squadron Leader, mirroring the Major : Lieutenant gap. Given Data / Assumptions: Army example in stem: Major > Lieutenant. Air Force sequence (simplified): Pilot Officer < Flying Officer < Flight Lieutenant < Squadron Leader. Concept / Approach: To mirror a clear senior-junior relation (with possible one or two steps between), a good analog below Squadron Leader is Flying Officer (two steps down), parallel to how Lieutenant is below Major with an intermediate step (Captain). Step-by-Step Solution: 1) Identify the senior:junior mapping in the stem. 2) Locate Squadron Leader in the Air Force ladder. 3) Choose a clearly junior rank: Flying Officer (two below). Verification / Alternative check: Flight Lieutenant (one below) could be argued; however, Lieutenant vs Major also has a gap larger than one step in many systems, so Flying Officer preserves a stronger junior analogy. Why Other Options Are Wrong: Group Captain / Wing Commander: Higher than Squadron Leader. Flying Attendant: Not a rank. Pilot officer: Lowest; overshoots the intended parallel for this stem in most exam keys. Common Pitfalls: Picking adjacent ranks without checking whether the original pair also had a multi-step gap. Final Answer: Flying Officer

Question 17

'Neck' is related to 'Tie' as the clothing accessory worn around it. In the same way, 'Waist' is related to which clothing accessory?

Accepted Answer

Introduction / Context: We match a body part to the accessory commonly worn around it. A tie is worn around the neck. The accessory typically worn around the waist to secure garments is a belt. Given Data / Assumptions: Tie ↔ neck. Belt ↔ waist. Concept / Approach: Map the “worn around” relation from neck:tie to waist:?. The closest standard accessory is the belt. Step-by-Step Solution: 1) Identify the accessory relation for neck. 2) Identify the parallel accessory for waist. 3) Choose “Belt”. Verification / Alternative check: Ribbon and sash may be worn but are less standard as functional waist accessories compared with belts. Watch is for the wrist; shirt is a garment, not a waist accessory. Why Other Options Are Wrong: They either do not target the waist or are not standard accessories for that body part in the same sense as belt. Common Pitfalls: Choosing a general garment instead of the specific accessory worn around the body part. Final Answer: Belt

Question 18

'Atom' is related to 'Molecule' as the smaller unit that combines to form the larger unit. In the same way, 'Cell' is related to which larger biological unit formed from it?

Accepted Answer

Introduction / Context: The analogy focuses on hierarchical composition. Atoms combine to form molecules. In biology, cells are the basic units of life that build up tissues, organs, and ultimately organisms. The most encompassing larger living unit in the options is “organism.” Given Data / Assumptions: Atom → molecule (chemical hierarchy). Cell → organism (biological hierarchy through tissues/organs). Concept / Approach: Pick the larger composite that cells ultimately build. While “organ” is also larger than a cell, the question typically targets the complete living entity—organism—paralleling the broader jump from atoms to molecules as a complete discrete unit in chemistry. Step-by-Step Solution: 1) Identify the “smaller forms larger” relation. 2) Trace biology hierarchy: cell → tissue → organ → system → organism. 3) Choose “Organism”. Verification / Alternative check: “Organ” is intermediate; “organism” is the fully living entity, best mirroring molecule as a complete chemical entity composed of atoms. Why Other Options Are Wrong: Matter: Too broad, not a biological hierarchical unit. Nucleus: Sub-cellular, smaller than a cell. Battery: Unrelated. Organ: Intermediate level, not the whole living unit. Common Pitfalls: Stopping at an intermediate level (organ) instead of the full composite (organism). Final Answer: Organism

Question 19

'Flower' is related to 'Petal' as whole to part (component unit). In the same way, a 'Book' is related to which component unit?

Accepted Answer

Introduction / Context: Whole–part analogy: a petal is a constituent part of a flower. The corresponding constituent of a book is a page (or pages). We must pick the true physical component unit. Given Data / Assumptions: Petal is a physical part of a flower; a page is a physical part of a book. Concept / Approach: Select the option that denotes a concrete component of the whole, not an external relation (author) or container (library). Step-by-Step Solution: 1) Recognize whole–part mapping. 2) Book's physical components include pages, cover, spine. 3) Choose “Page” as the core part analogous to petal. Verification / Alternative check: “Cover” is also a part but not as canonical as “page” for the main content-bearing unit, which mirrors the petal's canonical role for a flower. Why Other Options Are Wrong: Content: Abstract, not a physical part. Author: Creator, not a component. Library: Container/collection, not part of a single book. Common Pitfalls: Choosing abstract relations over physical part–whole structure. Final Answer: Page

Question 20

'On' is related to its direct opposite 'Off' (binary antonyms). In the same way, 'Hot' is related to which direct opposite?

Accepted Answer

Introduction / Context: The analogy is antonymic opposition. “On : Off” are direct opposites. The direct opposite of “Hot” is “Cold.” We select the option that preserves the antonym relation. If “Cold” is not listed among core options A–D, the correct choice is “None of these.” Given Data / Assumptions: “Hot” ↔ “Cold” are canonical opposites in temperature description. Concept / Approach: Verify whether the explicit antonym appears in the provided choices. If not present, select “None of these” as per exam convention. Step-by-Step Solution: 1) Determine antonym of “Hot” → “Cold”. 2) Scan options A–D. 3) Since “Cold” is absent in A–D, choose “None of these”. Verification / Alternative check: “Water”, “Switch”, “Tap” are unrelated nouns, not antonyms of “Hot”. Why Other Options Are Wrong: They do not express the antonymic relation required by the stem. Common Pitfalls: Picking a loosely associated word instead of the exact opposite. Final Answer: None of these

Analogy Questions